Research Findings

Headline findings

All participating teachers and their students quickly developed confidence in using ICT for a range of teaching and learning purposes.

  • Development of basic computer skills was largely unproblematic; the majority learnt to use a variety of digital softwares and other peripherals in a short time frame;
  • ICT use enhanced teachers' professional knowledge and capability by: extending subject knowledge; enabling planning and preparation for teaching to be more efficient; developing the range of teachers' existing pedagogic practices;
  • Every teacher introduced ICT into planned lessons with their classes and there was wide ranging evidence of positive outcomes;
  • The majority of teachers were highly motivated to succeed in using ICT for their own and for their students' learning despite numerous challenges;
  • There was no significant correlation between teachers' prior use of ICT and the ICT-enhanced classroom practices they developed during the programme;
  • The nature of the uses of ICT varied according to context, particularly with respect to: teacher access to adjacent technologies; geographical location; local educational and cultural practices; home language; teachers subject specialisms;
  • ICT facilitated new forms of teacher-to-teacher co-operation;
  • There were more women participants than men; successful outcomes were equally visible for both men and women;
  • The majority of teachers reported using the hand-held computers on a regular basis for a variety of functions, including classroom activities: the hand-held's small size and weight meant teachers could have the device with them wherever and whenever they wished, facilitating 'anywhere, anytime professional learning'. Where mother tongue interfaces or software were not available this limited the effective uses of ICT for both personal and professional purposes;
  • Students used ICT to carry out a range of literacy, numeracy and scientific activities and there were outcomes: students showed high levels of motivation in using ICT both within and out of lessons; a range of achievements, including improvements in literacy and science learning, were reported by teachers, school principals, parents - and students themselves.

In addition this study suggests that:

  • Existing cost analyses of ICT use for teacher education, in developing contexts are likely to be inflated because they are based on outmoded forms and uses of ICT. They should take account of a range of important factors including the significant recent development in cost effective, powerful mobile technologies;
  • Educational uses of ICT must be strongly grounded in educational and pedagogic principles, employ quality resources and ensure that professional support is paramount.